Education Scenario:
After my SLC examination, I had a dilemma of where and what to study like many others who had appeared for the tenth board that year. After the results were announced, I joined an A-level course to further my education. I was delighted and proud to be admitted to the programme, something that not every student gets a chance to do. But as time passed my happiness faded as I realised how difficult it was to cope with the level of the British education taught there after coming from an upbringing in Nepali schools. In contrast to my previous schooling, my A-level courses emphasised a more practical, hands-on method of learning rather than the rote learning I was used to.
Judging by my difficulties as well as the large group of A-level students who I saw waiting for the tutor in my institute every day to get help in order to pass, it isn’t unfair to say that the Nepali education system is sub-standard. Not only does our education not stand out, but also the products of the Nepali education system—us students—are not able to fulfil the duties required of us outside Nepal. In Nepal, a student’s level of knowledge seems to be limited to paper.
Cheating and copying from the guide book on exams has been the way for a large number of students to secure par scores on the SLC; in some cases, their scores are even higher. But what is the point of studying if we are not gaining knowledge. And it is not just students that participate in this practice. Adults—parents, principals, proctors—are also involved. Some say that the higher the number of students passing exams, the more willing donors are to hand over additional funding. Though this may be a rumour, it is not something unbelievable. Whatever the reason for the depleting quality of Nepali education and the lack of focus on gaining knowledge instead of marks, it’s not good for Nepal. Especially for those honest students who work hard to secure good marks rather than just seeking the prized certificate.
The government should focus on providing an equal quality of knowledge to every child of Nepal—not allowing only those with more money to gain a decent education. Unfortunately, this is not the case; in some parts of the country, there is a dearth of teachers and in some places there are not even books for young students to study with. Rather than targeting an increase in the quantity (i.e. the percentage of students passing), the government and development agencies should focus on the quality of the education being provided. And if every student receives quality education, it is certain that the pass rate will also rise
TEXT: SUDESH THAPA
After my SLC examination, I had a dilemma of where and what to study like many others who had appeared for the tenth board that year. After the results were announced, I joined an A-level course to further my education. I was delighted and proud to be admitted to the programme, something that not every student gets a chance to do. But as time passed my happiness faded as I realised how difficult it was to cope with the level of the British education taught there after coming from an upbringing in Nepali schools. In contrast to my previous schooling, my A-level courses emphasised a more practical, hands-on method of learning rather than the rote learning I was used to.
Judging by my difficulties as well as the large group of A-level students who I saw waiting for the tutor in my institute every day to get help in order to pass, it isn’t unfair to say that the Nepali education system is sub-standard. Not only does our education not stand out, but also the products of the Nepali education system—us students—are not able to fulfil the duties required of us outside Nepal. In Nepal, a student’s level of knowledge seems to be limited to paper.
Cheating and copying from the guide book on exams has been the way for a large number of students to secure par scores on the SLC; in some cases, their scores are even higher. But what is the point of studying if we are not gaining knowledge. And it is not just students that participate in this practice. Adults—parents, principals, proctors—are also involved. Some say that the higher the number of students passing exams, the more willing donors are to hand over additional funding. Though this may be a rumour, it is not something unbelievable. Whatever the reason for the depleting quality of Nepali education and the lack of focus on gaining knowledge instead of marks, it’s not good for Nepal. Especially for those honest students who work hard to secure good marks rather than just seeking the prized certificate.
The government should focus on providing an equal quality of knowledge to every child of Nepal—not allowing only those with more money to gain a decent education. Unfortunately, this is not the case; in some parts of the country, there is a dearth of teachers and in some places there are not even books for young students to study with. Rather than targeting an increase in the quantity (i.e. the percentage of students passing), the government and development agencies should focus on the quality of the education being provided. And if every student receives quality education, it is certain that the pass rate will also rise
TEXT: SUDESH THAPA